Republic of the Philippines

DEPARTMENT OF EDCUATION

K to 12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELIHOOD EDUCATION

TEACHER’S GUIDE
Exploratory Course on

AQUACULTURE
 K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)

Introduction.................................................................................................................................................................................................................. 3

Background Information

The Overall Goal of the K to 12 Curriculum ....................................................................................................................................................... 3

The Conceptual Framework of the Teaching of TLE .......................................................................................................................................... 3

The TLE Exploratory Courses............................................................................................................................................................................ 5

The Learning Modules and Lessons ............................................................................................................................................................................ 6

New Feature of the Teaching of TLE ........................................................................................................................................................................... 6

About the Learning Module

Design of the Module ......................................................................................................................................................................................... 7

Parts of the Lesson............................................................................................................................................................................................ 8

Reflection .................................................................................................................................................................................................................. 11

Curriculum Guide....................................................................................................................................................................................................... 12

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 K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Teacher’s Guide for TLE Exploratory Course on Aquaculture

Introduction

This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and
8 of the K to 12 curriculum. To ensure that you teach the TLE exploratory courses the way they were intended to be taught, you must see the big
picture of the K to 12 curriculum and the teaching of TLE. Some background information is necessary.

Background Information

1. The Overall Goal of the K to 12 Curriculum

The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21st century skills who is
adequately prepared for work, entrepreneurship, middle level skills development and higher education. The overarching goal of the K to 12
curriculum, tells you that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. Whether or not
the K to 12 graduate is skilled and ready for work, entrepreneurship and middle skills development depends to a great extent on how effectively
you taught TLE.

2. The Conceptual Framework of the Teaching of TLE

Below is a schematic diagram of Technology and Livelihood Education (TLE) framework in general secondary schools. This should guide
you in the teaching of the TLE exploratory courses.

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Figure 1.TLE Framework

The diagram shows that Technology and Livelihood Education encompasses the field of Home Economics, Industrial Arts, Agri-Fishery Arts
and ICT. The 24 TLE courses can be categorized under any of these fields.

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TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts,
process and delivery, work values and like skills. This means that the TLE that works is one that is built on adequate mastery of knowledge and
information, skills and processes, acquisition of right work values and life skills. The TLE that is functional is one that equips students with skills for
lifelong learning. TLE that is concerned only with mere definition of terms is meaningless and shallow. TLE that is focused on mastery of skills and
processes without right work values is anemic and dangerous. An effective TLE is one that is founded on the cognitive, behavioral or psychomotor and
affective dimensions of human development. So when you teach TLE, teach facts, concepts, skills and values as a whole.

The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that your TLE students,
after using the Learning Module on Entrepreneurship, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas of
Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology.

TLE by its nature is dominantly a skill subject and so you must engage your students in an experiential, contextualized, and authentic teaching-
learning process. It is a subject where your students learn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship with
all the areas of TLE. It integrates concepts, skills and values.

3. The TLE Exploratory Courses

TLE in Grades 7 and 8 are exploratory in nature. Your school will choose at least 4 from the list of 24 courses for which 23 Learning
Modules have been prepared. 1 Your school’s choice is determined by the availability of its resources (faculty and facilities) as well as the local
needs and resources of the community.

The 24 TLE exploratory courses focus on four basic common competencies as follows: 1) use and maintenance of tools and equipment; 2)
mensuration and calculation; 3) occupational health and safety procedures, and 4) preparation and interpretation of technical drawing. Why b
are these competencies called basic ? Because they are competencies that you must acquire in order that you can do higher level
competencies . They are also described common because these are true to all TR-based TLE courses.

1
There are 24 TLE courses but there are only 23 Learning Modules because there is one Learning Module for Tailoring and Dressmaking.

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 K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
The Learning Modules and Lessons

There is a Learning Module for each exploratory course. If there are 24 exploratory courses then you have 24 Learning Modules in your hands.
But you will use 4 Modules only for the entire year in Grade 7 (plus a fifth one on Entrepreneurship) and another 4 Modules in Grade 8 (plus a fifth one
on Entrepreneurship). Each Learning Module consists of 4 to 5 Lessons2. The Lessons are focused on the 4 to 5 basic competencies. To avoid
meaningless repetition of the teaching of the 5 common competencies, you have to teach them in the context of the TLE course. For example, you
teach “use and maintenance of tools” in beauty care when you are teaching the course on Beauty Care. You teach the same competencies - use and
maintenance of tools - in Horticulture but in the context of horticulture and so your tools will not be the same.

New Feature on the Teaching of TLE

What’s new in the teaching of TLE in the K to 12 curriculum? In the K to 12 curriculum, the TLE courses are taught based on the learning
outcomes and performance criteria stated on the Training Regulations (TR) from Technical Education Skills and Development Authority (TESDA).
They are TR-based.
Why is this necessary? To prepare the K to 12 graduate for lucrative work, he/she must earn a National Certificate (NC) I, II or even an NC of
higher level that is required by industry. This he/she earns after passing an assessment given by TESDA.
How can you ensure that the K to 12 high school student (Grade 9 to 12) pass TESDA assessment and obtain an NC? By seeing to it that you
teach the TLE course in accordance with the performance criteria and learning outcomes laid down in the TESDA Training Regulations.

Do the exploratory courses enable the high school student to earn already an NC? Not yet. Completion of the exploratory courses may not yet
qualify a high school student to take an assessment for an NC. Instead, it helps him/her earn a Certificate of Competency (COC) at least in Grade 9
that will lead eventually him/her to an NC. In short, the COC paves the way to the earning of an NC.

Student’s choice of TLE specialization begins in Grades 9. After having been exposed to an array of TLE courses during the exploratory phase
in the first two years, the student will be most benefited, if in Grades 10, 11 , or 12 he/she continues with a TLE course in which he/she already has a
COC. In that way, he/she will get an NC faster.
2
Some Learning Modules combined use and maintenance of tools to make one Lesson, so the number of Lessons amount to 4; others made separate Lessons for use of tools and
for maintenance of tools, thus the total is 5 Lessons.

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 K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

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(Exploratory)

About the Learning Module

1. Design of the Module

a. The Module is designed to be a teacher-assisted learning kit or a self-learning kit on competencies that a Grade 7 TLE ought to possess. It
explores the course on Aquaculture which helps your student earn a Certificate of Competency in Grade 9 which leads to a National
Certificate Level I / II (NCI / II) in Grades 10, 11 or 12.

b. The Learning Module is made up of 4 to 5 Lessons based on the competencies. Each Lesson contains the following:

1) Learning Outcomes
2) Performance Standards
3) Materials/Resources
4) Definition of Terms
5) What Do You Already Know?
6) What Do You Need to Know?
7) How Much Have You Learned?
8) How Do You Apply What You Learned?
9) What Is Your Score?
10) References
There are some TLE Modules which have a section on “ How Do You Extend Your Learning?”. This section is meant for enrichment.
It is usually given as an assignment for not everything can be taught and done in the classroom given the limited time.

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 K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

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(Exploratory)
2. Parts of the Lesson - The following explain the parts of each Lesson, describe what your students’ task as well as your task.

Part of the Lesson Students’ Task Teacher’s Task

1. Learning outcomes are what your TLE Students acquaint themselves with You introduce the learning outcomes to your students
student is supposed to know and be able the learning outcomes and and make sure that they understand them and make
to do after using the module. Since our performance standards these learning targets their own .
TLE courses are TR-based, all learning and make them their personal
outcomes written here are lifted from the goals. Make these your goals for instruction.
TESDA TR. In the Curriculum Guide ( the
matrix which contains Content Standard,
Performance Standard, Learning
Competencies, Projects/Activities,
Assessment, Duration), the identified
Learning Outcomes are written in the
column of Learning Competencies.
2. Performance Standards are referred to Students clearly understand the You introduce the performance standards to your
as “performance criteria” in the TESDA performance standards and make students and make sure that they understand them
TR. They are more specific descriptions of them their own learning goals. and make these performance standards their own .
the student’s behavior that serve as
evidence that the expected learning Let these standards give your lesson its specific direction.
outcomes have been realized with the
expected level of proficiency or in
accordance with established standards.

The learning outcomes and performance

standards set the direction of your lessons.
These are what you should teach and, in
turn, what you should assess. They are

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 K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
identified and are written for you in the
Curriculum Guide.
3. Materials and References
To teach effectively, you need materials
and references. Materials may include
equipment, hand tools or consumables.
The references are the books, magazines,
articles, websites you yourself and your
students will read or refer to in order to
gain greater understanding of the lesson.
They are either in soft copy or hard copy.
4. The definition of terms and acronyms
will help you understand the meaning of
key words in your lesson. Defining key
words as they are used in your lesson will
ensure that the key terms in your lesson
mean one and the same for everyone in
class and so avoid misunderstanding.
5. The section “What Do You Already
Know” is intended to determine entry
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(Exploratory)
Get to know the materials. They are
part of the Lesson.
By all means, read the references
for lesson mastery.
Refer to the definition of terms for
greater understanding of the lesson.
Take the test honestly.
prepare the materials you need in advance. for gadget,
tool or equipment, it is always wise to prepare, check and
try them in advance to ensure that they function when you
use them. as the saying goes “forewarned is forearmed.”
Be resourceful in the preparation of materials. You are
strongly encouraged to use appropriate local materials
as substitute for listed materials that are not available.
For effective teaching, your lesson preparation should
include reading the list of references.
Do not limit yourself to the list of reference. If you discover
good reference material/s, add to the list of references.
Introduce the references to your students. Motivate them
to read these references as they go through the module
for lesson mastery.
Remind your students to refer to the definition of
terms and acronyms for clearer understanding of the
lesson.
Tell your students to accomplish the pretest. Explain that
the purpose of the pretest is to find out how much they
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AGRICULTURE/FISHERY – AQUACULTURE
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knowledge and skills of your students to Check answers against the answer already know about the lesson in order to determine your
find out if you have to teach the lesson, key provided. next steps. It is, therefore, necessary that they take the
teach some parts of the lesson or skip it test honestly, if they want to learn or want to be helped.
entirely because your students already
know it. This is done by way of a pretest. Make it clear to them that their scores will not be recorded
for grading purposes and will not be taken against them.

If you find out that your students already know what you
are about to teach, logic dictates that you do not need to
teach it anymore. You may as well proceed to the next
lesson. If, however, you find out that they do not yet know
what you are about to teach, then by all means teach. Or if
you discover that your students have some erroneous
concepts, then teach and correct their misconceptions. To
know what your students already know and do not yet
know will guide you in adjusting your instruction.
6. “What Do You Need To Know?”- This Read and understand the Make sure students are engaged in reading the
section contains one or more Information Information Sheet/s and /or Information Sheet /Observation Sheet and in answering
Sheets and for some modules an Operation Sheet. the self-check.
Operation Sheet. These are important
notes for the TLE student to read after Be prepared For a Self-check Give assistance to your students where needed.
which he/she is asked to do a Self-check which serves as a posttest.
to determine how much he/she has
learned. The self-check functions as a Correct answers by referring to the
pretest. answer key.
7. “How Do You Apply What You Do the Activity. Find a way to test real life application of what your
Learned?” – In this section, you give your students have learned.
student the opportunity to transfer what To determine level of

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 K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

he/she has learned in another activity or in
real life situation. Ideally, this should be a
performance test, what you usually call
practical test. If “the proof of the pudding is
in the eating”, then your student must be
able to apply what she/he learned in real-
life setting or must be able to come up with
a product as an evidence of learning.
8. How Do You Extend Your Learning? –
As the word implies, this activity is done
outside class hours for enrichment
purposes. This can reinforce lesson
mastery.
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
performance, use the scoring
rubrics or check answers against
the answer key, whichever is
applicable?
Reflect on assessment results.
Do the task assigned outside
class hours.
Do not hesitate to use ways of determining how your
students can apply learned facts and concepts which are
more authentic and realistic than that/those given in the
Module.
Reflect on assessment results. Use assessment results
in planning your instruction.
Motivate the students to do the task by making clear
what the enrichment activity is about – why it is given,
how it is done, how it relates to the class lesson .

Reflection

It is a good habit to reflect on your teaching for the day – what went well, what did not go well, why this activity went well with this group, why it didn’t
work well with the other group. What are your realizations? What are lessons learned? Jot them down in your diary. Commit them to your memory. If
you do this consistently, you will find your delivery improve substantially.

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For you to get a complete picture of the complete TLE exploratory course on Aquaculture, you are hereby provided with the Curriculum Guide
on Aquaculture.
Content Standard
LESSON 1: USE FARM/FISHERY TOOLS AND EQUIPMENT
Demonstrate understanding
of/on:
 Farm/Fishery tools
 Handheld tools used in
aquaculture
 (ex. Secchi discs,
digging blade, cutting
tools etc.)
 Safety practices during
operations of farm/fishery
tools
 Farm/Fishery equipment
 Motorized equipment
 (ex. Water pump)
 Electrical equipment
 (ex.paddle wheel,
light)
 Manual of farm/fishery
equipment and
specifications ,
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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Curriculum Guide for the Exploratory Course on Aquaculture
Learning
Performance Standard Project/ Activities Assessment Duration
Competencies
1. Appropriate farm/fishery tools LO1. Select and use
are identified according to farm tools.
requirements.
2. Farm/fishery tools are  Performance 4 hours
checked for faults and test
defective tools are reported in  Written Test
accordance with farm
procedures.
Demonstration on:
 Using farm/fishery
1. Appropriate farm/fishery LO2. Select and tools, equipment  Performance 4 hours
equipment and facilities are operate farm and facilities. test
identified. equipment.  Written Test
2. Instructional manual of  Checking and
farm/fishery equipment and reporting for faults
facilities are carefully read and defects of
prior to operation. farm/fishery tools
3. Pre-operation check-up is and equipment.
conducted in line with
12

Content Standard
calibration and
uses/functions
 Aquaculture Facilities
 Fish tank
 Fish pen
 Fish cage
 Fishpond
 Pre-operation and check-
up
 Safety practices in using
farm/fishery equipment
and facilities
 Preventive maintenance
 Safety measures and
practices in cleaning
and storing for
different farm/fishery
tools, equipment and
facilities.
 Upkeep of equipment
LESSON 2: PERFORM ESTIMATION AND BASIC CALCULATION
Demonstrate understanding
of/on:
 Problem solving
procedures (formulas
 Basic mathematical
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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Learning
Performance Standard Project/ Activities Assessment Duration
Competencies
manufacturers’ manual.  Cleaning,
4. Faults in farm/fishery maintenance and
equipment and facilities are storing of
identified and reported in line farm/fishery tools
with aquaculture procedures. and equipment.
5. Farm/Fishery equipment and
facilities are used according
to its function.
6. Safety procedures are
followed.
1. Tools, equipment and LO3. Perform  Written Test 4 hours
facilities are cleaned preventive  Performance
immediately after use in line maintenance. test
with aquaculture procedures.
2. Routine check-up and
maintenance are performed.
3. Tools and equipment are
stored in designated areas in
line farm procedures.
1. Job requirements are LO1. Perform Make a report paper  Written test 4 hours
identified from written or oral estimation. on estimating cost for  Performance
communications. the development of test
2. Quantities of materials and an aquaculture
13

Content Standard
operations
 Cost estimation of
aquaculture facility
construction and
development.
 Calendar of activities
 Basic mathematical
operations
 Systems of measurement
 Units of measurement
(ex. Dimensions of
aquaculture site)
 Conversion of units
 Fractions and decimals
 Percentages and ratios
(ex. Feed conversion
ratio)
 Simple record keeping
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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Learning
Performance Standard Project/ Activities Assessment Duration
Competencies
resources required to facility.
complete a work task are
estimated.
3. Time needed to complete a
work activity is estimated.
4. Estimate of materials and
resources are reported to
appropriate person.
1. Calculations to be made are LO2. Perform basic Apply basic  Written Test 4 hours
identified according to job workplace mathematical  Performance
requirements. calculations. operations in fish test
2. Systems and units of culture:
measurement to be followed
are ascertained. 1. Formulating a fish
3. Appropriate operations are diet
used to comply with the 2. Computing lime
instruction. requirement
4. Result obtained is reviewed 3. Computing
and thoroughly checked. average body
weight of fish
sample.
4. Measuring the
area of the given
facility in your
school
5. Converting
measurements
from English to
Metric System.
14

Content Standard
LESSON 3: DRAW THE LAYOUT PLAN FOR PONDS, TANKS, PENS AND CAGES
Demonstrate understanding
of/on:
 Different pond designs
 Different compartments
 Procedure on
determining gate
locations
 Types of dikes
 Characteristics of water
supply canal
 Suggested locations of
stock room and other
farm facilities
 Characteristic of different
shapes of tanks
 Different life support
system for tanks
 Characteristic of different
shapes of pens/cages
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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Learning
Performance Standard Project/ Activities Assessment Duration
Competencies
6. Compiling and
record keeping
1. Different compartments of LO1. Draw layout Draw layout plan of  Written test 4 hours
pond are identified. plan for ponds. different fishpond  Performance
2. Signs and symbols of plan are systems, dikes and test
used according to fishpond gates with support
engineering standards. systems; apply ratio
3. Lay out of different pond and scaling.
designs are drawn according
to established procedures.
1. Different life support systems LO2. Draw layout Draw layout plan of a  Written test 4 hours
for tanks are identified. plan for tanks. fish tank with its  Performance
2. Signs and symbols of plan are different components test
used according to fishpond and support system;
engineering standards. apply ratio and
3. Lay out of different tank scaling.
designs are drawn according
to established procedures.
1. Different life support system LO3. Draw layout Draw layout plan of a  Written test 4 hours
for pens/cages is identified. plan for pens floating fish cage with  Performance
15

Content Standard
 Different life support
system for pens/cages
 Characteristics of
different types of cages
LESSON 4: APPLY SAFETY MEASURES ON FARM OPERATIONS
Demonstrate understanding
of/on:
 Farm works that involves
using chemicals
 Personal protective
equipment (PPE) used
in farms
 Basic first aid
 Farm emergency
procedures regarding
safety working
environment
 Procedure in cleaning
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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Learning
Performance Standard Project/ Activities Assessment Duration
Competencies
2. Signs and symbols of plan are and cages. its support system; test
used according to fishpond apply ratio and
engineering standards. scaling.
3. Lay out of different
pens/cages designs are
drawn according to
established procedures.
1. Safety measures are applied LO1. Apply Role play on basic first  Written test 4 hours
based on work requirement appropriate aid practices in a  Performance
and aquaculture procedures. safety workplace. test
2. Tools and materials are measures
utilized in accordance with
specification and procedures.
3. Outfits are worn in
accordance with farm
requirements.
4. Shelf life and or expiration of
materials are effectively
checked against
manufacturers’ specifications.
5. Hazards in the workplace are
identified and reported in line
with farm guidelines.
1. Used tools and outfit are LO2. Safely keep/ Pictorial report on  Written 4 hours
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Learning
Content Standard Performance Standard Project/ Activities Assessment Duration
Competencies
outfits cleaned, stored in line with dispose tools, proper ways of examination
 Technique in storing farm procedure. materials and disposing farm
materials and chemicals 2. Unused materials are labeled outfit. wastes.
 Government requirement and stored according to
regarding farm waste manufacturers’
disposal recommendation and farm
 Waste management requirements.
system (FPA regulations, 3. Waste materials are disposed
DENR laws, etc.) according to manufacturers’,
government’s and farm
requirements.

40 hours

“By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is
easiest; and third by experience, which is the bitterest.”

- Confucius

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